National Certificate in Early Childhood Education and Care
Level 5
Programme Handbook
May 2013
NATIONAL CERTIFICATE in EARLY CHILDHOOD and CARE
LEVEL 5
PROGRAMME HANDBOOK
Contents
Introduction to ICL, Mission, Values and Programmes
3
ICL Programme Outlines
4
ICL Principal and Staff
7
National Certificate in ECE and Care Programme Description
9
Module Summary
11
Qualification Requirements – Unit Standard Descriptions
13
ECE Guidelines
20
Disciplinary Procedure
27
Referencing
28
General Information for Students including rules
34
Code of Practice for the Pastoral Care of International Students
41
Chinese government recognition of ICL
43
Practicum Guidelines
44
Forms
49
ICL ECE Handbook v39 May 2013
© ICL 2013. All rights reserved.
Page 2 of 56
Introduction to ICL: Mission and Values
Introduction to ICL
ICL Education Group consists of ICL Business School (formerly ACG Business School) and Auckland
English Academy. ICL was incorporated in 2002 and offers a range of tertiary Business, Computing, TESOL
and Early Childhood Education programmes. The diplomas and certificates range from level 7 to 4 on the
NZ Qualifications framework, and most awards are made by the NZ government. ICL Business School
incorporates International College of Linguistics. The School has mostly international students, from around
20 different countries and is recognised by the Chinese government. In 2010 ICL acquired Auckland English
Academy, established in 1988 and one of the leading English language schools in New Zealand. In
December 2012 ICL acquired New Horizon College, also established in 1988. In 2012 the group aggregated
over 760 EFTS (equivalent full-time students).
Mission Statement
ICL‟s mission is “to help learners achieve their educational goals and develop learner autonomy by providing
high quality educational programmes within a motivating, guided and healthy learning environment.”
Values Statement
ICL will:





deliver quality programmes through a commitment to academic excellence;
with integrity of moral principle and professional standards;
acting with collegiality, respecting staff, students and other stakeholders;
reacting with versatility and accommodation to stakeholders‟ service requests; and
with a view to maintaining sustainability on behalf of its shareholders.
Quality
ICL will commit itself to academic excellence in all its programmes. The School will aim to deliver quality
education, focused on the pursuit of learner autonomy, through the selection of highly-trained, motivating
professionals and first-class learning resources.
Integrity
ICL will ensure that all School staff operate with integrity of moral principle and the highest standards of
professional ethics with respect to programme delivery, assessment and appeal.
Collegiality
ICL will ensure that students, staff and other stakeholders are treated with respect, honour and equality,
within the principles of natural justice and within the context of the Treaty of Waitangi.
Versatility
ICL will ensure that requests and enquiries from stakeholders are dealt with promptly, pleasantly and flexibly,
according to best practice service standards, in order to render a high level of customer satisfaction.
Sustainability
ICL will operate within a stable financial environment by increasing the shareholders‟ return on investment,
so that continued reinvestment is enabled and the School‟s position in the marketplace is secured.
ICL ECE Handbook v39 May 2013
© ICL 2013. All rights reserved.
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ICL Business School Programmes
ICL Business School offers a range of diplomas at Levels 5, 6 and 7, equivalent levels respectively to the
three years of a Bachelor degree.
New Zealand Diploma in Business Level 6
The New Zealand Diploma in Business (NZDipBus) is owned by the NZ government. Its aim is to introduce
students to the main disciplines of business and to provide a bridging programme to business degree
study. The programme consists of twelve papers taken over four 16-week trimesters, totalling 240 credits.
Successful NZDipBus graduates at ICL qualify for acceptance onto a Bachelor of Commerce (BCom) or
Bachelor of Business (BBus) degree at all New Zealand universities and those of many other countries, and
may qualify for credit transfer. The award of the NZDipBus qualifies the holder for the study to work visa
and 40 points in applying for NZ Permanent Residence.
ICL Diploma in Business Level 6
This builds on a completed NZDipBus with an extra four Level 6 papers from NCC Education, a British
tertiary institution. Total duration of the programme is 2.5 academic years, or 20 months. Pathways, with
two years’ credit transfer, give into the third year of an Honours Bachelor degree in 30 UK universities and
the University of Southern Queensland in Australia. Students who perform well are guaranteed second
year entry to bachelor degrees at AUT and Massey University and those averaging a B+ will be granted 150
credit points, allowing them the opportunity to complete their degree in 1.5 years. The ICL Diploma in
Business is ideal for a student who wants to continue to complete a Bachelor degree in NZ, Australia or the
UK.
NZIM Diploma in Management Level 5
The NZIM Diploma in Management consists of six NZDipBus papers, taken over two 16-week trimesters, or
one academic year, giving 120 credits overall. Graduates of the diploma can progress to the NZDipBus or
the Diploma in Business Computing, or the ICL Diploma in Business.
Diploma in Computing Level 7
The aims of the course leading to the Diploma in Computing Level 7 are to develop advanced computing
skills with specialisation in computer support and networking. Students will develop practical and
theoretical skills in computing to enable them to enter employment directly or to progress to further
studies in a similar field. The diploma qualifies for a whole year’s credit transfer into AUT University’s BCIS,
Bachelor of Computer and Information Sciences. The programme is taught over 44 weeks with starting
dates every seven weeks. The last 12 weeks of the programme consist of a work placement. The Diploma
qualifies the holder for the study to work visa and 50 points in applying for NZ Permanent Residence.
Diploma in Business Computing Level 7
The Diploma in Business Computing is a two-year programme which consists of the NZIM Diploma in
Management and the Diploma in Computing combined. The Diploma is an industry-focused qualification
that aims to provide graduates with advanced computing skills with specialisation in computer support,
based on a practical grounding in business and management practice. The first stage is the NZIM Diploma in
Management, which provides a thorough grounding in business, organisation and management, computing
and communication practice. The second stage is the Diploma in specialisation in computer support and
develops in students sufficient practical and theoretical skills in computing to enable them to progress to
further studies in a similar field or to enter employment directly. The Diploma qualifies the holder for the
study to work visa and 50 points in applying for NZ Permanent Residence.
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Diploma of Business Administration Level 5
The Diploma of Business Administration (DBA) is an introduction to business administration and
management skills. The aim of the diploma is to allow graduates to develop a broad range skills and
knowledge in order to progress to a higher tertiary programme with credit transfer or to seek employment
in a related field. It covers the core elements of business management including accounting, economics,
marketing, law, information systems and statistics. It is a nine-month programme with entry from High
School graduation and IELTS 5.5 overall. The programme consists of two 16-week trimesters, each with four
papers. The DBA was first approved by NZQA in 2002 and taught initially by ACG Business School, which
was acquired by ICL in 2007.
Diploma of Information Systems Level 5
The Diploma of Information Systems (DIS) is an introduction to the applications of computer science within
a business environment. The aim of the diploma is to allow graduates to develop a broad range of
information systems and business skills and knowledge in order to progress to a higher tertiary programme
with credit transfer or to seek employment in a related field. It covers basic and intermediate
programming in Java combined with the core elements of business management. It is a nine-month
programme with entry from High School graduation and IELTS 5.5 overall. This programme is ideal for
students who wish to combine Business and IT and consists of two 16-week trimesters, each with four
papers. Pathways are available to AUT University with a semester’s credit transfer into the BCIS, Bachelor
of Computer and Information Sciences. Students who complete both DIS and DC qualify for up to three
semesters’ credit at AUT University. DIS was first approved by NZQA in 2002 and taught initially by ACG
Business School, which was acquired by ICL in 2007.
Early Childhood Education
ICL offers the Level 5 National Certificate in Early Childhood Education and Care. The programme lasts one
academic year of 36 weeks, with intakes monthly throughout the year. The National Certificate belongs to
the New Zealand government and was designed to provide students with the theoretical and practical
knowledge to enable them to work in New Zealand childcare centres. Around half of the ECE students are
domestic, on government SAC funding.
Recent government funding initiatives in the pre-school sector mean that there is a high demand for early
childhood practitioners in New Zealand. The majority of graduates find employment within a month of
graduation. Of the alumni we are still in contact with, over 80% have found a job or gone on to further
study in the ECE sector.
Auckland English Academy Programmes: English language and examination preparation
Through its partner school, Auckland English Academy, ICL provides English language programmes for
students preparing to enter academic programmes at ICL or other academic institutions and also for those
who wish to take a general English course for its own sake. There are specialist examination preparations
for IELTS, the most widely-recognised university entrance English test in the Commonwealth, and TOEIC, a
greatly respected English language test in the Asia-Pacific region. Students are welcome from elementary
to advanced levels and can study full time or part time. Our IELTS students regularly score 6.0 or higher,
and recently several students have achieved an overall band of 7.5 or 8.0.
The AEA Communication English is a unique approach to general English teaching, developed in-house and
based on authentic and stimulating materials. AEA uses current, meaningful, local and international
content and guides students into taking responsibility for their own learning.
ICL ECE Handbook v39 May 2013
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AEA English Instructor TESOL Course
Throughout the year AEA runs a five-week TESOL Course for teaching English to young learners. Aimed at
primary teachers, the TESOL course is recognised by the Japanese government’s J-Shine programme. The
course teaches trainees to master skills and techniques to teach young children through games, songs and
activities; and also develops practical strategies for planning effective teaching sessions and locating new
and interesting teaching resources. Students can add eight weeks of Communication English or IELTS
Preparation before or after the TESOL course to gain a Level 4 NZQA TESOL English Instructor Certificate.
International College of Linguistics TESOL Course
This is a five-week course for practising secondary teachers of English who wish to refresh their English,
look at current trends and reflect on their personal philosophy of education. The course is run throughout
the year. This intensive course has 200 hours. The totals of hours include approximately one self-study
hour for each classroom contact hour. Each course has 100 hours assigned to ESOL unit standards and then
there are 100 hours dedicated to education unit standards. Students are prepared for Module 2 of the
Cambridge TKT, Teaching Knowledge Test.
KiwiKindy® early childhood education internship course
KiwiKindy® combines intensive English language study with a four-week kindergarten or pre-school
internship in New Zealand. The course has been specifically designed for students who wish to dramatically
increase their proficiency in the English language and gain work experience with the teaching of young
children in New Zealand.
New Horizon College
Set in Napier, Hawke’s Bay, New Horizon offers a range of English and specialized courses. Napier is
famous for its Art Deco architecture and is surrounded by one of NZ’s greatest wine-growing regions, with
the best weather in the country. Courses include General English, Cambridge First Certificate and Advanced
(FCE and CAE) and English plus Activities for adults – wine or golf – and juniors.
ICL ECE Handbook v39 May 2013
© ICL 2013. All rights reserved.
Page 6 of 56
Message from the Principal
Welcome to ICL Education Group!
We believe in success. Whether you are studying Business, Computing,
Early Childhood Education or English, we are committed to your success.
Our students pass; our students get jobs; our students progress to higher
education; and very important, our students enjoy their time at ICL
schools!
Education changes as fast as the world does, and when you select your
study destination it is important to find innovation as well as a tradition of
quality. In New Zealand you will find both: an excellent, British-based
academic heritage, with universities over 100 years old, and a dynamic,
modern education system constantly adapting to the change and growth
in our multi-cultural society. And at ICL, within this traditional yet
dynamic environment, we offer the perfect combination of private sector
service standards, and the academic guarantee of qualifications owned or approved by the New Zealand
government.
Our mission is to help you “develop learner autonomy”; at ICL you take ownership of your education. Your
teachers guide you, with enthusiasm and professional skill, in the direction of your learning objectives, but
you must do the work, both in class and through self-study. Think of your teacher as the conductor and
your class as the orchestra. The conductor directs you, but you and your classmates make the music!
I look forward to meeting you at ICL and helping you succeed.
Ewen Mackenzie-Bowie
Principal and Director
ewen@icl.ac.nz
ICL Academic Staff
Principal, ICL
Ewen Mackenzie-Bowie MA, Surrey, BA (Hons), Stirling, RSA Dip TEFL, Edinburgh, ITTI Cert TEFL, Hastings,
FRGS, London, MInst D
Principal, AEA
Wayne Dyer
M Applied Linguistics, Macquarie, BA, Massey, Dip TEFL, Cambridge, RSA Cert TEFL
Business and Computing Lecturers
Programme Leader, Business
Brent Hawkins
MMgt, Massey; PGDipBusAdmin, Massey; BCom, Auckland
Senior Lecturer, IT
Desmond Patel
Academic Registrar
Andre Joubert
MTech (Hons), Indian Statistical Institute, BTech, Varanasi, Diploma Java & Web
Tech, SSI
BA (Hons), Pretoria, PC Tech Dip (Networking), A+, Network+, I-Net+, MCP
Programme Leader, GradDipBus
Dana Cumin
MCom, Auckland, BCom (Hons), Auckland, PGDipBusAdmin, Massey, BA, Massey
ICL ECE Handbook v39 May 2013
© ICL 2013. All rights reserved.
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Lecturers
Subhan Ali
Ho Yoong Hoh
Dr Syed Jamali
Dr Jacob Kettoola
Richardt Prosch
James Rickman
Saurav Satyal
Joy Scandlyn
Hameed Semar
Dr Dayal Talukder
Alexander Tsoy
Dr Jaime Umali
Dr Maria Umali
MSc Maths, New South Wales; BSc, Wollongong; GradDipFurther Ed, USQ
MBA, Heriot Watt, BEng, Monash, BD, Bible Coll NZ, NZ Certs x 5
PhD Education, Korea; MEd, Dhaka; BEd (Hons), Dhaka.
PhD Southern California, MA Southern California, BCom Baghdad
MBA, Stellenbosch, MSc, Cape Town, BA (Hons), Stellenbosch, BSc (Hons) Port
Elizabeth, BSc, Cape Town
BA (Hons) Keele, Cert Ed, Keele
BBus AUT, PGDipBus, AUT
BCom, Auckland, GradDipBusStds Massey, CELTA Sydney
MBA, IGNOU, MPhil, Madras, MCom, Madras, Dip Teaching, Auckland
MLitt, Auckland; M Development Economics, ANU, PGDipEcon, ANU, MEcon,
Chittagong, BEcon, Chittagong
MBus, AUT, BA, Moscow, GradDipCom, Auckland, PGDipBus, AUT
DBA, De La Salle, MBA, De La Salle, BSc, Adamson
PhD Education, Philippines; MA De La Salle, BA and BSc Education, Philippines
Early Childhood Education Lecturers
Programme Co-ordinator
Sandy Duncan
MA, Auckland, BA (Hons), Auckland, Cert TESOL
Alina Abraham
Tahera Afrin
Makelesi Latu
Nicola Renouf
English Tutors
Senior Teachers
Mike Bull
Jan Zane
Lil Broughton
Carley Field
James Fleming
Roxana Khan
Ruth Kikuchi
Geetha Ramalingam
David White
Jane Williams
Jonathan Wright
BEd (Hons), G. Dima Romania, Dip Teaching ECE, Dunedin, PGDipEd, AUT
MEd, Dhaka, BEd (Hons), Dhaka, PGDipEd, Massey
MEd, AUT, BA, USP, PGDip Tchg Secondary, Tonga, PGDipEd, AUT,
Cert Tert Tchg, AUT,
Dip Teaching, Wellington, Kindergarten Teachers Diploma, Wellington,
Cert Language Teaching, AUT
BA, Auckland, RSA Cert TEFLA, Auckland
MA Applied Linguistics (1st class Hons), Waikato, GradDip Lang Tchg, Unitec, RSA
Cert TEFLA, Auckland, NZ Dip Tchg (Distinction)
BA, Auckland, RSA Cert TEFLA, Wellington
BSocialWork, Massey, Cert TEFLA, Auckland
M Prof Studies in Language Teaching, Auckland, BA (Hons), Auckland
BEd Teaching, Auckland, Dip Ed, Transvaal, Further Dip Ed, Springfield
BA, Auckland, Cert TEFLA, New Plymouth
MEd, Deakin, Dip TESOL, Sheffield Hallam
University of British Columbia, TESOL, Trinity College London,
IELTS Examiner Qualification, British Council
MEd, Massy, BA, Massey, Cert TEFLA, Auckland, CELTA, Auckland Cert Primary
Teaching, Melbourne
BA (Hons), Auckland, Master Creative Writing, Auckland, Master Library/Info
Studies, Auckland, Adv Dip SFL, Salamanca, Dip SFL, Salamanca, CLTA, AUT,
IELTS Examiner
Research Advisory Board
Dr John Hinchcliff
Former Vice-Chancellor, AUT University
Prof Ron Newman
Former President, Raffles University
ICL ECE Handbook v39 May 2013
© ICL 2013. All rights reserved.
Page 8 of 56
National Certificate in Early Childhood Education and Care
Level: 5
Credits: 126
According to the New Zealand Register of Quality Assured Qualifications the National Certificate in
Early Childhood Education and Care (NCECEC) is assessed as a Level 5 qualification, which sets
it as equivalent to the first year of a New Zealand university Bachelor degree. The Register
defines an academic year as 120 credits, each credit consisting of ten notional learning hours. The
ICL NCECEC consists of 127 credits or 1270 notional learning hours.
ICL delivers the Certificate over 36 weeks, with 20 contact teaching hours per week. The 36
weeks consist of nine four-week modules, two of which are a practicum. The practicum consists of
three weeks‟ work experience in a kindergarten or childcare centre, 30 hours per week, preceded
by two days‟ preparation and followed by three days‟ debriefing and completing learning outcomes.
Therefore the practicum modules also total four weeks. There are 28 contact teaching weeks and
eight practicum weeks; nine four-week modules.
The following table summarises the breakdown of the course in hours:
Hours
Contact teaching
560
Practicum
240
Self-study
470
Total
1270
Course Prescription
Purpose
The National Certificate in Early Childhood Education and Care (Level 5) is designed for people
contemplating further tertiary study or considering a career in early childhood education and care.
It recognises the knowledge, skills, and attributes required for early childhood education and care
across all early childhood services and settings within the socio-cultural context of Aotearoa/New
Zealand and allows flexibility for the holder to choose the setting in which they wish to work.
Holders of this qualification will have demonstrated knowledge and skills in the areas of:
educational theory and practice; family, whanau, community and society; home based caregiver
management; professional practice; interpersonal communication; and food technology and
nutrition.
The requirements are all compulsory, as the basic principles of early childhood education and care
apply across all settings. The requirements include credit for unit standards that recognise
knowledge and skills related to the New Zealand early childhood curriculum Te Whāriki;
observation techniques; programme planning; safe supervision; emergency plans and procedures;
and the facilitation of early childhood education and care arrangements.
The qualification shares some credit with and builds on the introductory skills recognised by the
National Certificate in Early Childhood Education and Care (Level 3) [Ref: 403] and may lead to
further study at diploma or degree level.
Special Notes
The provider will have policies and procedures for carrying out a police check on prospective
students for whom there are plans for practicum placements in early childhood settings. Student
entry will be provisional until police checks have been completed. Providers must be able to show
records of provisional entry and the outcome of each police check.
ICL ECE Handbook v39 May 2013
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Credit Range
Level 2 credits
Level 3 credits
Level 4 credits
Level 5 credits
Level 6 credits
Total
4
29
21
42
30
126
Requirements for Award of Qualification
This qualification will be awarded to people credited with all the compulsory unit standards.
Award of NQF Qualifications
Credit gained for a standard may be used only once to meet the requirements of this qualification.
Unit standards and achievement standards that are equivalent in outcome are mutually exclusive
for the purpose of award. The table of mutually exclusive standards is provided in the
Qualifications Authority Rules and Procedures publications available at www.nzqa.govt.nz/ncea/.
Reviewed standards that continue to recognise the same overall outcome are registered as new
versions and retain their identification number (Id). Any version of a standard with the same Id
may be used to meet qualification requirements that list the Id and/or that specify the past or
current classification of the standard.
ICL ECE Handbook v39 May 2013
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Module Summary
Module
US
Unit Standard Description
Level
Credit
Hours
9325
Demonstrate knowledge of an environment
that enhances young children‟s health
4
3
16
10014
Participate in young children‟s play
3
8
32
10026
Demonstrate knowledge of child development
3
5
24
10025
Demonstrate knowledge of protection for
young children from abuse
3
2
8
10034
Demonstrate knowledge of early childhood
services in the local community and in
Aotearoa/New Zealand
Practise safe supervision of young children in
an early childhood setting
3
2
8
5
3
16
Demonstrate knowledge of, and apply, agerelated nutrition needs in providing food for a
child in an ECE service
Apply knowledge of and reflect on own safety
and protection as an early childhood
practitioner
Facilitate early childhood education and care
arrangements with parents, family and
whānau
Demonstrate knowledge of programme
planning in an early childhood setting
2
4
16
6
4
16
6
5
24
5
5
24
9302
Demonstrate knowledge of learning for young
children
5
6
32
9301
Demonstrate knowledge of DOPs (1-5) for
learning and development in a chartered EC
service
Demonstrate knowledge of implementing
partnership with family/whānau in an early
childhood setting
Develop and review own philosophy of
professional practice in an early childhood
setting
Implement observation techniques in early
childhood educational practice
5
6
24
6
5
24
6
6
16
5
5
24
Describe the benefits of effective
communication with parents, family and
whanau
Demonstrate knowledge of the New Zealand
early childhood curriculum, Te Whāriki
3
4
16
5
5
32
Demonstrate knowledge of cultural
sensitivities in a specific early childhood
setting
Demonstrate knowledge of assisting with the
implementation of early intervention
programmes in ECE
4
4
16
4
4
16
Demonstrate knowledge of parenthood and
child rearing practices
4
5
16
A
B
9321
26712
9297
9332
9314
C
9331
D
9293
9312
20406
9306
E
20407
21327
10036
ICL ECE Handbook v39 May 2013
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Total
hours
80
80
80
80
80
Page 11 of 56
Module
US
Unit Standard Description
Level
Credit
Hours
10032
Demonstrate knowledge of ethical behaviour
in early childhood
3
3
8
10033
Demonstrate knowledge of Education (Early
Childhood Centres) Regulations, 1998
5
4
16
10611
Relate knowledge of organisations which
impact on early childhood services
5
4
16
12734
Relate knowledge of families in New Zealand
to early childhood education and care
4
3
16
9694
Demonstrate and apply knowledge of the
communication process
Demonstrate knowledge of human
development across the lifespan
3
5
24
6
10
48
12735
Demonstrate knowledge of Education (HomeBased Care) Order, 1992 and amendments
4
2
8
9324
Develop emergency plans and procedures for
early childhood settings
5
4
24
F
10029
G
Credits
Contact hours
Practicum hours
Self-study hours
Total hours
Total
hours
80
80
126
560
560
240
470
1270
The module sequence varies from intake to intake, but normally the pattern is:
Part 1
Part 2
Part 3
Part 4
Part 5
Modules A and B
Practicum 1
Modules C, D and E
Practicum 2
Modules F and G
Within each part, modules will be delivered in different orders.
Holidays
We recommend that international students have one holiday during their programme. For students
who start in July, August and September the two-week Christmas break may be sufficient as a
holiday. For students who start in October to June, when the Christmas holiday comes close to the
beginning or end of the programme, we recommend students take one module off from the
programme as a holiday. The date normally has to be agreed within the first month of the course,
as the sequencing of modules will mean that some months are impossible to take off without
prejudicing the completion of the programme on time.
Domestic students will not usually be granted a holiday, as this will affect their student allowance.
Students who wish to take more than one module off will have to pay additional fees of $2500 per
module for any extras which need to be added at the end of the scheduled programme.
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Detailed Qualification Requirements
Compulsory
All the standards listed below are required.
Field
Education
Subfield
Early Childhood Education and Care
Domain
Early Childhood: Educational Theory and Practice
Id
Title
9301
Demonstrate knowledge of DOPs (1-5) for learning and development
in a chartered EC service
Level
5
Credit
6
5
6
5
5
5
5
5
5
5
3
5
4
People credited with this unit standard are able to describe the
principles of education and care for young children, and describe the
application of the principles of education and care for young children.
9302
Demonstrate knowledge of learning for young children
People credited with this unit standard are able to identify types of
learning for young children, describe experiences, activities, and
events as learning opportunities for young children, and demonstrate
knowledge of the value of play for young children.
9306
Demonstrate knowledge of the New Zealand early childhood
curriculum, Te Whāriki
People credited with this unit standard are able to describe Te
Whariki and its relationship to early childhood services in New
Zealand, describe the structure and content of Te Whariki, and
discuss the implementation of Te Whariki.
9312
Implement observation techniques in early childhood educational
practice
People credited with this unit standard are able to: describe the
purpose of observation in an early childhood setting; explain the
ethical implications of observation for early childhood; describe a
variety of observation techniques applicable to early childhood
settings; and demonstrate use of observation techniques in an early
childhood setting.
9314
Demonstrate knowledge of programme planning in an early
childhood setting
People credited with this unit standard are able to describe principles
of programme planning for an early childhood setting, describe
models of programme planning for early childhood educational
practice, and relate knowledge of early childhood educational
practices to programme planning.
9321
Practise safe supervision of young children in an early childhood
setting
People credited with this unit standard are able to demonstrate
knowledge of safe supervision techniques for young children in an
early childhood setting, and practice safe supervision of young
children in an early childhood setting.
9324
Develop emergency plans and procedures for early childhood
settings
People credited with this unit standard are able to develop emergency
plans for early childhood settings, relate emergency procedures to
early childhood settings, and review emergency plans and procedures
for early childhood settings.
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9325
Demonstrate knowledge of an environment that enhances young
children‟s health
4
3
3
8
3
2
3
5
6
10
People credited with this unit standard are able to provide and review
an early childhood environment that enhances young children’s
health, and develop and review a health programme in an early
childhood setting.
10014
Participate in young children‟s play
People credited with this unit standard are able to reflect on own play
experiences, describe how play contributes to the learning and
development of young children, engage in play with young children,
and review engagement in play with young children.
10025
Demonstrate knowledge of protection for young children from abuse
People credited with this unit standard are able to describe types of
child abuse and their signs, and describe ways to protect young
children from abuse.
10026
Demonstrate knowledge of child development
People credited with this unit standard are able to: describe the
developmental continuum of young children from birth to school
entry; relate developmental patterns of young children to their
learning; and describe environmental factors that may inhibit or
enhance the development of young children.
10029
Demonstrate knowledge of human development across the lifespan
People credited with this unit standard are able to: critique current
literature, theories, and models on human development across the
lifespan; demonstrate knowledge of the different dimensions of
human development across the lifespan; reflect on the biological and
ecological influences on human development across the lifespan; and
examine own role in relation to theories, and models of human
development across the lifespan.
Domain
Early Childhood: Family, Whānau, Community and Society
Id
Title
Level
9331
Demonstrate knowledge of implementing partnership with
6
family/whānau in an early childhood setting
Credit
5
People credited with this unit standard are able to demonstrate
knowledge of principles of a partnership with parents, family, and
whanau in an early childhood setting, consult with parents, family and
whanau to develop a partnership in an early childhood setting, and
maintain partnership with parents, family, and whanau in an early
childhood setting.
9332
Facilitate early childhood education and care arrangements with
parents, family and whānau
6
5
People credited with this unit standard are able to: disclose and
discuss enrolment agreement with parents, family, and whānau;
identify, respond to, and include parents, family, and whānau in terms
of their requirements for early childhood education and care
arrangements; monitor and review settling in process for child,
parents, family, and whānau during initial stages of the education and
care arrangements; and explain young children's, parents', family, and
whānau rights as a consumer of early childhood education and care.
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10034
Demonstrate knowledge of early childhood services in the local
community and in Aotearoa/New Zealand
3
2
4
5
5
4
4
3
3
4
4
4
Level
4
Credit
2
People credited with this unit standard are able to describe: the
development and function of one early childhood service in the local
community; the range of early childhood education and care services
available in Aotearoa/New Zealand; and the range of agencies
available to support early childhood education and care.
10036
Demonstrate knowledge of parenthood and child rearing practices
People credited with this unit standard are able to describe: major
influences in parenthood and common approaches to parenting and
childrearing practices; processes in transition to parenthood; support
available for parents in their child rearing practices; and issues in
parenting.
10611
Relate knowledge of organisations which impact on early childhood
services
People credited with this unit standard are able to identify
organizations relevant to the operation of early childhood services,
and reflect on the ways that organizations inter-relate with, and impact
on early childhood services.
12734
Relate knowledge of families in New Zealand to early childhood
education and care
People credited with this unit standard are able to: describe the
diversity of New Zealand families; reflect on the diversity of New
Zealand families; and compare the diversity of New Zealand families
with the development of early childhood education and care services.
20406
Describe the benefits of effective communication with parents, family
and whanau
People credited with this unit standard are able to: describe the
benefits of effective communication with parents, family and whānau.
20407
Demonstrate knowledge of cultural sensitivities in a specific early
childhood setting
People credited with this unit standard are able to: identify and
describe situations in early childhood setting where cultural
differences influence expectations and behaviour; identify cultural
sensitivities that need to be considered in a range of early childhood
contexts; identify situations in which cultural insensitivity may be in
breach of the Human rights Act 1993; and describe strategies to
promote cultural sensitivity in an early childhood setting.
Domain
Early Childhood: Home Based Caregiver Management
Id
Title
12735
Demonstrate knowledge of Education (Home-Based Care) Order,
1992 and amendments
People credited with this unit standard are able to: describe the
Education (Home-Based Care) Order, 1992 and amendments;
interpret roles and responsibilities of relevant statutory agencies in
relation to the Education (Home-Based Care) Order, 1992 and
amendments; and interpret roles and responsibilities of management
and caregivers in relation to the Education (Home-Based Care)
Order, 1992 and amendments.
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Domain
Early Childhood: Professional Practice
Id
Title
9293
Develop and review own philosophy of professional practice in an
early childhood setting
Level
6
Credit
6
6
4
3
3
5
4
Level
4
Credit
4
Level
3
Credit
5
People credited with this unit standard are able to describe and reflect
on principles of early childhood professional practice, develop own
philosophy of early childhood professional practice, and practice and
review own philosophy of early childhood professional practice.
9297
Apply knowledge of and reflect on own safety and protection as an
early childhood practitioner
People credited with this unit standard are able to demonstrate
knowledge of adult safety and protection in early childhood settings
and reflect on own professional practice in relation to adult safety and
protection in an early childhood setting.
10032
Demonstrate knowledge of ethical behaviour in early childhood
People credited with this unit standard are able to: describe the
concept of ethics; identify ethical situations and own ethical values;
and relate ethical situations to early childhood contexts.
10033
Demonstrate knowledge of Education (Early Childhood Centres)
Regulations, 1998
People credited with this unit standard are able to: describe the
Education (Early Childhood Centres) Regulations, 1990; interpret
role and responsibilities of relevant statutory agencies in relation to
the Education (Early Childhood Centres) Regulations, 1990; and
interpret role and responsibilities of management and the caregiver to
the Education (Early Childhood Centres) Regulations, 1990.
Subfield
Special Education
Domain
Assessment and Programming in Special Education
Id
Title
21327
Demonstrate knowledge of assisting with implementation of early
intervention programmes
People credited with this unit standard will be able to: identify special
learning and development needs in infants, toddlers and young
children; demonstrate knowledge of early intervention practice;
describe characteristics of selected early childhood education setting;
demonstrate knowledge of ways to work with families; and assist
with implementation of a programme for an infant, toddler, or a
young child.
Field
Humanities
Subfield
Communication Skills
Domain
Interpersonal Communications
Id
Title
9694
Analyse and apply principles of communication process theory
People credited with this unit standard are able to demonstrate
knowledge of elements of communication process theory, and apply
principles of communication process theory.
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Field
Sciences
Subfield
Home and Life Sciences
Domain
Food Technology and Nutrition
Id
Title
26712
Demonstrate knowledge of, and apply, age-related nutrition needs in
Level
2
Credit
4
providing food for a child in an EC service
People credited with this unit standard are able to: demonstrate
knowledge of age-related food requirements relevant to children in an
ECE service; plan nutritious meals for a toddler or a young child in
accordance with food and nutrition guidelines; and prepare and serve
a meal for the child
Transition Arrangements
Version 5
People starting during 2013 will be enrolled for version 5, which is replacing version 4
Changes to structure and content
•
Total credits for the qualification have decreased from 126 to 122 credits.
•
Levels and credits of reviewed standards have been updated.
•
Standards 6632, 10014, 10611, and 21327 have been removed from the qualification and
replaced by respectively new standards 26710, 26714, 26716.
•
Standards 3700 and 27108 have been added to the qualification.
•
Standards 6632, 9332, and 10032, and expiring standards 9301, 9321, 9324, 10034,
10036, 10611, 12734, and 12735 have been removed from the qualification.
People currently enrolled in programmes leading to the award of version 4 of the qualification may
either complete that version by December 2014, or transfer to the new version 5. The last date for
entry to programmes or courses for version 4 is December 2012.
For the purposes of this qualification people who have gained credit for the expiring standard are
exempt from the requirement to gain credit for the replacement standard.
Credit for
6632
10014
10611
21327
Exempt from
26712
26707
27146
26711
It is not intended that anyone is disadvantaged by this revision, and the above arrangements have
been designed for a smooth transition. However, anyone who feels they have been disadvantaged
may appeal to NZQA National Qualifications Services (contact details below).
For detailed information see Review Summaries on the Qualifications Authority website.
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Previous Versions of the Qualification
Version 4
This qualification was revised in July 2006 in order to replace expiring unit standard 7304 with
21327.
Credit for
7304
Exempt from
21327
Version 3
This qualification was reviewed and issued as version 3 in January 2005 following the review of
Early Childhood Education and Care (ECE) unit standards. The opportunity was taken to update
the change in credits to unit standards that have been reviewed and to delete reference to the
deregistered National Diploma in Teaching (Early Childhood Education). Unit standards
considered irrelevant to the outcome of this qualification were removed.
The focus of the qualification has moved from setting or service specific requirements to
recognising early childhood education and care knowledge and skills that apply across all settings.
Strands have been removed and the title has changed accordingly (previously the National
Certificate in Early Childhood Education and Care (Level 5) with strands in Centre Based, Home
Based, Nanny, and Parenting).
Changes to structure and content

Strands deleted; all unit standards in the qualification are now compulsory

Purpose statement updated

Total credits changed from 109-125 to 126

Expiring ECE unit standards 12733 and 9294 deleted

Levels and credits of reviewed ECE unit standards 9293, 9297, 9301, 9302, 10025, and
10032 updated

Food Technology and Nutrition unit standard 6632 replaces unit standard 6630

ECE unit standards 9337, 10030, 10031, 10037, 10038, 12736, and 12737 removed from the
qualification

Strand elective unit standards from the subfields Management, Adult Education and Te
Mātauranga Māori, 3699, 3700, 7107, 9734, and 11101, removed from the qualification

Strand compulsory unit standards 10033, 10034, 10611, and 12735 retained

New ECE unit standards 20406 and 20407 added to the qualification.
People currently enrolled in programmes leading to the award of version 2 of this qualification may
either complete the requirements for that version, or transfer their results to version 3. People who
choose to complete version 2 have until December 2007 to do so.
Providers may offer programmes based on version 3 as soon as it is registered.
All new programmes from January 2006 must lead to version 3.
It is not intended that anyone is disadvantaged by this review, and the above arrangements have
been designed for a smooth transition. However, anyone who feels they have been disadvantaged
may appeal to NZQA National Qualifications Services (contact details below).
For detailed information see Review Summaries on the Qualifications Authority website.
Version 2
Version 2 was issued to take into account unit standard reviews in the Communications Skills and
Home and Life Sciences subfields. Expiring unit standards were replaced (see table below); the
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level of unit standard 6630 increased from 1 to 3; unit standard 7107 was added; and the credit
total increased from 108-124 to 109-125.
People who have gained credit for any of the expiring unit standards will be exempt from the
requirement to gain credit for the replacement unit standard(s).
Credit for
1313
3506
Exempt from
9694
11101
NQF Registration Information
Process
Registration
Revision
Review
Review
Version
1
2
3
4
Date
November 1997
April 1999
January 2005
2011
Last Date for Award
31 December 2007
31 December 2007
N/A
31 December 2014,
Standard Setting Body
NZQA
National Qualifications Services
PO Box 160
WELLINGTON
Telephone
04 802 3000
Email
nqs@nzqa.govt.nz
Any person or organisation may contribute to the review of this qualification by sending feedback to
the standard setting body at the above address.
The review of this qualification is currently taking place.
Certification
The certificate will display the logos of the Qualifications Authority and the accredited provider.
Classification
This qualification is classified according to the NQF classification system and the New Zealand
Standard Classification of Education (NZSCED) system as specified below.
NQF Classification
Code
Description
328
Education/Early Childhood Education
and Care
NZSCED
Code
Description
090503
Society and Culture/Human Welfare
Studies and Services/Nannying and
Early Childhood Care
Quality Management Systems
Providers and Industry Training Organisations must be accredited by a recognised Quality
Assurance Body before they can register credits from assessment against standards. Accredited
providers and Industry Training Organisations assessing against standards must engage with the
moderation system that applies to those standards. Accreditation requirements and the
moderation system are outlined in the associated Accreditation and Moderation Action Plan
(AMAP) for each standard.
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ECE Guidelines – in alphabetical order of headings
Absences
If a student is going to be absent from class, they will phone the school and inform them on the first
morning of the absence. Any absence of two or more days must be supported by a medical
certificate. If a student is absent without informing the school, the school will attempt to contact the
student to ensure their safety and welfare are not at risk. The student will be required to catch up
on any work missed. When a student does not successfully complete the assessment tasks, the
unit of work may have to be repeated at some later date (e.g. with students in the next cohort).
Academic Progress
 All assessments must be completed and passed to be awarded the National Certificate
in Early Childhood Education and Care.
 All assessments must be submitted to ICL on the due date, unless an extension has
been sought and granted prior to that date.
 An assessment will receive a grade of “No Credit” if the above requirements are not met.
Admission Requirements
For admission to the National Certificate in Early Childhood Education and Care Level 5 students:
 Must be 17 years or older at course commencement date
 Must demonstrate the ability to undertake tertiary level study by having achieved
at a minimum of NCEA level 2 or equivalent
 Must provide a clear NZ police check
 Must provide two written character references
 Must indicate a willingness to learn and make a commitment to the Treaty of
Waitangi
 Might have some prior experience in the early childhood education sector or
with children (optional).
International students also:
 Must have a current visa or permit to study in New Zealand
 Must have successfully completed high school
 Must have appropriate English language competence - i.e. IELTS score of 5.5 or
TOEIC 610 or TOEFL 525 or equivalent
 Must provide a clear police check from their home country (Note this is a normal
requirement before obtaining a student visa).
Alcohol, Drugs, Cigarettes and Other Substances
Students are not allowed to bring onto the campus, or consume while on the campus, any alcohol,
drugs, or other mind-altering substances. Furthermore these substances are not to be brought or
consumed by students anywhere where they are identified with ICL Business School, including the
area in front of the campus building, on school trips, on practicum placements and in any other
such situation. Students are not to be under the influence of any mind-altering substance while on
the campus or anywhere where they are identified with ICL Business School.
Cigarettes are not to be smoked on or around the campus, specifically not in front of the campus
building, or anywhere where the students are identified with ICL Business School.
Any student found to be in breach of these requirements will be the subject of a disciplinary
hearing and may be expelled.
Assessment and Extensions
All assessment tasks are to be handed in by their due dates. However, in exceptional
circumstances, an extension may be authorized by the teacher. Extensions do not exceed 2
weeks. Any assessment task received after the due date without a negotiated extension will be
awarded a „no credit‟ grade and any tasks that are not received at all are graded as a ‟no credit‟.
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Assessment Submission Rules
For each new module students have 3 marking opportunities. These are:
1. the initial submission date set by your teacher and shown on the teaching schedule for
each unit standard
2. the first resubmission opportunity
3. the final resubmission opportunity
Work submitted before 10.30am on the initial submission date will be marked and returned to the
student within 2 weeks.
A student has seven days to resubmit work returned to them that has not achieved a credit.
If a student fails to hand in work on the initial date set by their teacher it will not be accepted or
marked until the first resubmission date.
If again a student fails to hand in work or to resubmit on the first resubmission date they will not be
able to submit until the final resubmission date
Assignments handed in after the final resubmission date will not be marked. At this point the
student has exhausted 3 marking opportunities and achieved an overall fail grade. If a student fails
a unit standard then they must pay to repeat the whole unit standard in order to complete their
course. The cost for this is normally $125 per credit.
All work submitted must be written in Times New Roman 12 point or Arial 10 point, printed doublesided and stapled once in the top left hand corner. All resubmitted work must be typed on a new
page and attached to the back of the original assessment.
Assessments Due
Date set by the teacher
Collect essay
First resubmission date
Collect essay
Final resubmission date
Wednesday, date, month
Wednesday, date, month
Wednesday, date, month
Wednesday, date, month
Wednesday, date, month
Marked unit standards will be held at the desk for students to collect so please ensure you check
with reception. As adult learners it is a student‟s responsibility to ensure they submit and collect
work for resubmission on time. Make sure work is date stamped when submitted.
Students are required to keep a copy of their assessments in case of any subsequent
appeal.
Assessment and Moderation
Teachers are responsible for assessing tasks.
 Students need to complete all required papers and practicums with a pass to be able to
successfully complete the course.
 Students will be advised of the methods used to monitor their progress during the course.
Class attendance and participation is part of the assessment process that students are expected to
comply with.
Moderation is used to ensure consistency of assessments. Therefore, selected assessment tasks
will be moderated. If your task is selected for moderation this will be indicated on the assessment
cover sheet before it is returned.
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 Marking and moderation will be indicated to students on their assessment tasks.
 Students will be assessed in a fair, consistent, comprehensive, and continuous manner.
 Formative assessment will be used to assess students such as in practicum, writing out
reflective portfolios, presenting seminars to provide students with an on going feedback on
their performance and to ensure a well developed paper.
 Summative assessment will be used to assess students as in completing assessment tasks
to ensure that the learning outcomes for each unit standard are met.
 The evidence of student‟s performance will be gathered in the form of written assessment
tasks, practical tasks and observations. The student‟s progress and final achievement will
be recorded on their individual record.
 Self – assessment will be used as part of the student‟s own assessment prior to evidence
of competency being collected.
Assignments will be graded as follows:
 Credit – where all assessment requirements have been met
 Non-credit – where all assessment requirements have not been met (including the due date
requirement). The teacher will inform the student what requirements have not been met
 Resubmit – 2 resubmits will be allowed if the assessment requirements have not been met.
If a student does not meet all requirements in these three attempts, the student will
have to enrol for that Unit Standard when it is next offered, and will have to pay a fee
for repeating the work and having it marked again.
 If you are not happy with the assessment you receive, speak to the Programme
Coordinator. If you are still unhappy, write a letter to the Principal describing what has
happened and what you want ICL to do.
Associate Teacher
An Associate Teacher is the person in a centre, who supervises you when you are on practicum.
The Associate Teacher provides support and advice and normally holds a minimum qualification of
a Diploma of Teaching (ECE).
Attendance
Attendance must be consistent and students must participate in all activities in order to complete
the learning requirements for the National Certificate in Early Childhood Education and Care. All
routine appointments such as for the doctor or dentist should be scheduled outside of class and
practicum time to ensure full attendance.
To meet the course learning outcomes students are expected to attend all classes. For each unit
standard there is a requirement to attend a minimum of 80% of the class sessions. Students
whose attendance falls below 80% for a unit standard may receive a „no credit‟ for that unit
standard and will not be able to complete their qualification.
See Attendance in the School Rules below.
Behaviour Guidelines
Students are required to behave in a reasonable and mature manner at all times. As students are
being trained to work in an early childhood environment, with children, high levels of responsibility
and reliability are required.
See Behaviour in the School Rules below, page 37.
Change of Details
Students are required to inform the School of any change of address, or other personal information
such as telephone number etc.
See Administration in the School Rules below.
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Cheating and Plagiarism
Plagiarism is a form of academic dishonesty that is unethical. Plagiarism includes:
 Using or copying another person‟s ideas or words in such a way that the marker believes
them to be the student‟s own;
 Not identifying quotations from other writers or speakers;
 Using a segment of a film or video without getting authorized copyright and
 If students work with a study group on assignments, all writing must be done separately to
ensure that charges of unauthorized collaboration will not arise.
Any form of cheating cannot be condoned by ICL and may result in no credit for the assignment,
the paper and in some cases expulsion from the programme.
Class Times and Dates
ECE classes are Monday to Friday from 8.30 am to 12.25 noon, 35 minutes for lunch, then 1.00
pm to 4.55pm. You should expect to have classes either all day Monday and Tuesday and
Wednesday from 8.30 till 12.20 or from 1.00 till 4.50 on Wednesday, then all day Thursday and
Friday. See the chart below, you would study one of the modules shown at any time.
Time
8.30-12.20
1.00-4.50
Monday
Module F
Module F
Tuesday
Module F
Module F
Wednesday
Module F
Module A
Thursday
Module A
Module A
Friday
Module A
Module A
The specific ECE timetable will be discussed with you at Orientation, and will include work
experience (practicum) in early childhood centres. Details of study breaks will also be discussed at
this time.
The school is open during school term holidays, and is usually closed for two weeks over the
Christmas and New Year period.
Communicating with the School
The following information may be helpful in communicating with ICL.
Telephone
(09) 368 4343
Postal address
PO Box 293 Shortland Street Auckland
Street address
Level 1 2 Chancery Street, Auckland
Email
Website
info@icl.ac.nz
www.icl.ac.nz
http://www.facebook.com/pages/ICL-Business-School-ECE/172434599441743?ref=hl
Computers
The School computer laboratory will be used from time to time as part of class lessons. Printing is
possible from this room.
Copyright law
In New Zealand you cannot copy from a textbook unless the book is out of print or less than 10%
of the content is being copied. This is only allowed once. It is totally illegal to copy a complete
book. Such a book must be destroyed and never used. If you copy a book, you are liable to
prosecution under New Zealand law. For a full explanation refer to http://www.whatiscopyright.org
Copyright laws grant the creator the exclusive right to reproduce, prepare derivative works,
distribute, perform and display the work publicly. Most countries are members of the Bern
Convention and the Universal Copyright Convention (UCC) which allow you to protect your works
in countries of which you are not a citizen or national. For more details refer to
www.whatiscopyright.org.
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Breaking copyright law is serious. For example in November, 2003 three Australian students
received criminal convictions for copyright infringement, receiving a mix of suspended sentences, a
fine, and community service.
Counsellors
Counsellors are available for all students if they have any problems. Problems could be about
everyday matters or matters affecting their studies. Counsellors are available to share confidential
information and provide support and assistance when needed.
Credit range and requirements
For credit range and detailed qualification requirements for the award of the qualification see above.
This qualification will be awarded to people credited with all the compulsory unit standards.
Field
Subfield
Domain
Education
Early Childhood Education and Care
Early Childhood: Educational Theory and Practice
Complaints Procedure for NZQA
The New Zealand Qualifications Authority (NZQA) has a process for complaints about providers.
People who have a complaint about a NZQA registered provider are advised in the first instance, to
raise the matter with the provider's management. If the matter is not resolved satisfactorily, they
may approach the Authority.
Complaints about providers are handled by Approvals, Accreditation and Audit (AAA). The
Complaints Kit for formal complaints about providers can be downloaded below or requested
in hard copy from AAA.
The Complaints Kit explains when and how to lodge a formal complaint with AAA. For further
information about complaints contact:
The Complaints Officer
Approvals, Accreditation and Audit (AAA)
New Zealand Qualifications Authority
PO Box 160
Wellington
Alternatively:
 email Provider complaints
 phone 0800 QA HELP (0800 724357)
Disciplinary Procedure
See page 27 below
Dress Standard
Students are expected to dress appropriately and modestly whilst in the school and on practicum.
Since you will be working with children you should wear clothes that are comfortable and flexible to
enable you to move around easily. For example, stretch pants, t-shirt and flat shoes. Whilst on
practicum all piercings should be removed or covered. Jewellery should be kept to a minimum for
safety reasons.
Email
All students must have an email address. Students are expected to check their email several
times a week, if not every day. Email is the medium for correspondence at ICL and the principal
means for your lecturer to contact you. In the case of warning letters on attendance or other
disciplinary issues, not opening the emails is not a defence against disciplinary procedures.
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Expectation and duties of students
Students will be expected to:
 Indicate a willingness and interest to commit to the ECEC programme of study
 Attend all lectures, tutorials and practicums
 Display a mature, responsible and self-motivated attitude.
 Show evidence of ability to undertake a tertiary level of study
 Be competent in completing required observations, journals and assignments on time.
 Have good organisational, time management and communications skills with the ability to
direct, motivate and support staff and children while on practicum
 Ensure compliance with Health and Safety requirements
 Indicate a willingness to learn and be committed to the principles of the Treaty of Waitangi.
 Demonstrate respect for individual differences and model non-discriminatory, equitable
behaviour at all times
 Notify your tutor of any health and physical concern that may affect your ability and
performance as a student
 Be trustworthy at all times and meet any reasonable requirement for the protection and safety
of others especially when on teaching practicum
Facilities
ICL is located in the downtown Auckland area with a campus at 2 Chancery Street. The School
occupies two floors at Chancery Street, comprising classrooms, student areas, recreation area,
kitchens with microwave ovens, computer laboratory and internet facilities for students, staff offices,
and storage areas.
Health and Safety
To assist ICL with the Health and Safety Act, students are requested to:
 Take all practicable steps to prevent an accident to themselves or others at the school and
on practicum;
 Report any potential hazards to the Teacher or Programme Leader;
 NOT use any defective equipment;
 NOT knowingly commit any act which could result in an accident; and
 Comply with all of ICL‟s safety requirements.
Holidays
See page 11 above.
Incomplete Papers
Students who do not complete Unit Standards will be required to re-enrol at their own expense, to
meet all requirements of that Unit Standard.
Literacy and Presentation Standards
 Written assessment tasks should be done as a Word document on a computer, at 1 ½
spacing onto single A4 paper. A 30mm margin must be provided for marker‟s comments.
 Assessment tasks must be presented with a fully completed and signed cover sheet (see
last page of this book) stapled to the Assessment Task before being handed in.
Notice Board
There is a student notice board on the first floor, opposite the reception area. The School also
keeps some information about Auckland here for the students to access.
Practicum – See Practicum Guidelines on page 44 below.
Referencing
See section on referencing on page 28 below.
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Student Support
The students will have access to the school‟s current student guidance and support systems which
are adequate and appropriate to meet most anticipated needs. More specific course related
guidance and support will be available from the teaching staff and course manager.
Teachers
The Teachers take the classes and are responsible for the general well being of students, for
student learning, formative reports, briefing and marking assignments and assessments, practicum
visits (work experience), and your overall progress.
Textbooks
Three text books will be supplied as part of the ECEC programme. They are:
 Bruce, T., and Meggitt, C. (2006). Child care and education. (5th Ed.) London: Hodder
Arnold.
 Ministry of Education. (1996). Te Whaariki. Wellington: Learning Media
 Ministry of Education. (1998). Quality in Action. The Desirable Objectives and Practices.
Wellington: Learning Media.
Valuables
It is advised that students do not bring any valuables to the school. Any personal items are strictly
the responsibility of the student and ICL takes no liability for the loss of students‟ personal
belongings.
Visiting specialists
During the course of this programme guest speakers with specialist knowledge will be invited to
conduct lectures. It is expected that students will treat these visitors with the same respect as any
other member of staff at ICL.
Visiting Teacher
A visiting teacher is an ICL teacher who will visit you while you are out on practicum. The visiting
teacher will assess your progress and provide support for your learning.
NB: The last page of this handbook shows a cover sheet for a unit standard. You will have a
cover sheet like this for every assessment. Make sure that you complete all parts of the cover
sheet and your name is written in English.
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Disciplinary Procedure
1. You will be given a written warning notice if you do not comply with the rules. You will be dismissed if
you have already received two written warnings and still do not comply with the rules.
2. If you do not comply with the rules in a way that puts you or others at risk, you may be immediately
suspended or immediately dismissed.
3. Any student who has been dismissed cannot continue with any course at ICL and no refunds will be
made. If you are dismissed from ICL and are in New Zealand on a student visa, then the school is
required to advise Immigration New Zealand of your dismissal. Immigration New Zealand is entitled
to revoke your student visa.
4. Likewise prolonged absence or absence without notice may result in dismissal and your student visa
being revoked.
5. If your application to enrol requests ICL to inform your parents or legal guardian of your progress,
then ICL is obliged to advise your parents or guardian of your dismissal or any formal disciplinary
action taken.
If we believe you are guilty of cheating or other misconduct in an examination this will be the
procedure:
 Your work and a note describing the alleged event will be written on the exam paper, signed, dated
and timed by the lecturer.
 You will finish your examination.
 Your examination will be marked, assuming that you are not guilty.
 Then the following disciplinary procedure will follow:
If we believe you are guilty of plagiarism or any other dishonest practice, this will be the procedure:
 A written report will be prepared by the person alleging the dishonest practice as soon as possible.
 This report will be given to you and a senior lecturer.
 Within one week the senior lecturer will make a ruling on whether you are guilty or not and if so what
punishment is appropriate.
 If confirmed dishonest practice consists of two or more students copying from each other, ALL parties
will normally receive a zero mark.
 If you do not agree with the verdict or punishment you are allowed to appeal by writing a letter/email to
the senior lecturer who made the ruling.
 If you appeal, within two weeks there will be a Discipline Committee meeting with the principal as
Chair, the person alleging the dishonest practice and one other staff member (who may be if
necessary a language counsellor) present.
 You will be encouraged to bring a support person.
 The person making the allegations and you will be given the opportunity to describe and explain what
happened.
 The Committee will consider what is said and will decide what they believe occurred and prepare a
written report that includes any decision.
 This report will be given to you within one week of the Committee meeting.
 You are allowed to appeal. You may write a letter/email to the Principal if you are not satisfied with the
Committee‟s decision.
 You will get a reply to this from the Principal.
 If you are still not satisfied, you can contact NZQA at PO Box 160, Wellington 6140.
A similar procedure will be followed when a student is allegedly in breach of school rules.
NB: Any person found stealing will be reported to the police so that appropriate action can be taken.
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Referencing
Harvard Format - APA
This information is taken from a summary of the APA style guidelines as contained in The Publication
Manual of the American Psychological Association, 5th ed., 2001 (Subject Reference Collection: 808.02
th
AME), presented on the University of Portsmouth website, retrieved 14 August 2006 from:
http://www.port.ac.uk/departments/studentsupport/library/supportandadvice/Informationstudyskillssupportmat
erial/harvardapaformat/
The APA style is based on the Harvard referencing system whereby the date of publication follows the
author name(s), and in-text references refer to items in the bibliography using the author surname and date
of publication, in brackets.
Referencing is important in all academic work as it indicates to the reader the sources of your quotations and
borrowed ideas. Failure to indicate your sources is tantamount to plagiarism (literary theft). The purpose of
the referencing system is to describe your sources in an accurate and consistent manner and to indicate
within the text of your paper where particular sources were used.
Reference list (Bibliography) at end of paper
The reference list should be arranged alphabetically by author surname. The APA format requires book and
journal titles etc. to be italicised, although you can underline instead in a handwritten list.
Where to find the details needed in a reference list
Books
The details needed for a book can be found on the front and back of the title page. Make sure you locate the
name of the publisher rather than the printer or typesetter. You need the name of the publisher in your
reference list.
Ignore any reprint dates; you need the date when the first, second, third edition etc. of the book was
published according to which edition of the book you are using.
Journal articles
The details needed for a journal article can usually be found on the contents list, front cover or article itself.
Printed publications: examples of references
Book
The basic pattern for a reference to a book is:
Author, Initials. (year). Title of book. Place of publication: Publisher.
American Psychological Association. (1994). Publication manual of the American Psychological Association
(4th Ed.). Washington, D.C.: Author.
Encyclopedia of psychology. (1976). London: Routledge.
Gardner, H. (1973). The arts and human development. New York: Wiley.
Moore, M. H., Estrich, S., McGillis, D., & Spelman, W. (1984). Dangerous offenders: the elusive target of
justice. Cambridge: Harvard University Press.
Strunk, W., & White, E. B. (1979). The elements of style (3rd Ed.). New York: Macmillan.
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Note: List up to 6 authors. The 7th and subsequent authors are abbreviated to et al.
Edited book
Maher, B. A. (Ed.). (1964-1972). Progress in experimental personality research (6 vols.). New York:
Academic Press
Article in edited book (Chapter)
The basic pattern for a reference to a chapter in an edited book (where the chapters have been
written by several different people) is:
Author of chapter, Initials. (year). Title of chapter. In Initials. Name of Editor/s (Ed.) Title of book (pp.start and
end page numbers of chapter). Place of publication: Publisher.
Vygotsky, L. S. (1991). Genesis of the higher mental functions. In P. Light, S. Sheldon, & M. Woodhead
(Eds.), Learning to think (pp. 32-41). London: Routledge.
Encyclopedia entry
Lijphart, A. (1995). Electoral systems. In The encyclopaedia of democracy (Vol. 2, pp. 412-422). London:
Routledge.
If the entry has no author, begin the reference with the entry title followed by the date of publication.
Government publication
Great Britain. Command Papers. (1991). Health of the nation (Cm 1523). London: HMSO.
Great Britain. Home Office. (1994). Prisons policy for England and Wales. London: HMSO.
Report
Birney, A. J., & Hall, M. M. (1981). Early identification of children with written language difficulties (Report No.
81-502). Washington DC: National Educational Association.
Conference paper in published proceedings
Borgman, C. L., Bower, J., & Krieger, D. (1989). From hands-on science to hands-on information retrieval. In
J. Katzer, & G. B. Newby (Eds.), Proceedings of the 52nd ASIS annual meeting: Vol. 26. Managing
information and technology (pp. 96-100). Medford, NJ: Learned Information.
Journal article
The basic pattern for a reference to a journal article is:
Author, Initials. (year) Title of article. Title of journal, Volume number - if there is one (Issue number), start
and end page numbers of article.
Noguchi, T., Kitawaki, J., Tamura, T., Kim, T., Kanno, H., Yamamoto, T., et al. H. (1993). Relationship
between aromatase activity and steroid receptor levels in ovarian tumors from postmenopausal women.
Journal of Steroid Biochemistry and Molecular Biology, 44(4-6), 657-660.
Popper, S. E., & McCloskey, K. (1993). Individual differences and subgroups within populations: the
shopping bag approach. Aviation Space and Environmental Medicine, 64(1), 74-77.
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Weekly magazine article
Barrett, L. (2001, August 23). Daewoo's drive to survive in the UK. Marketing Week, 22-23.
Newspaper article
Caffeine linked to mental illness. (1991, July 13). New York Times, pp. B13, B15.
Young, H. (1996, July 25). Battle of snakes and ladders. The Guardian, p. 15.
Two or more works by the same author(s) with the same publication date
Where an author (or particular group of authors) has more than one work in a particular year, list them in title
order and follow the date with a lower case letter a, b, c, ... For example:
Harding, S. (1986a). The instability of the analytical categories of feminist theory. Signs, 11(4), 645-64.
Harding, S. (1986b). The science question in feminism. Ithaca: Cornell University Press.
When referred to in the text these letters are also used (see last page section b).
Anonymous works
If a work is signed "Anonymous", your reference must begin with the word Anonymous, followed by date etc.
as normal.
If no author is shown, put the title in the normal author position.
Note on page numbers
Use pp. for page range only for encyclopedia entries, multi-page newspaper articles and chapters or articles
in edited books. For articles in journals or magazines use the numbers alone.
Interviews and email messages
Because interviews and email messages are not considered recoverable data, you do not give details in your
reference list. You should, however, cite an interview or email message within the body of your text as a
personal communication:
...and this point was conceded (J. Bloggs, personal communication, August 22, 2001)
Legal References
Because the situation regarding legal references is complex and only US law is covered in the APA Manual,
legal references will be covered in a separate guide.
Audiovisual sources: examples of references
Films
The basic pattern for a reference to a film is:
Name of primary contributor - the director or producer, or both, Initials. (Role of primary contributor). (year).
Title of film [Motion picture]. Country of origin - where the film was primarily made and released: Name of
studio.
Reed, C. (Director). (1949). The Third Man [Motion picture]. United Kingdom: British Lion/London Films.
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Spielberg, S. (Director). (1993). Jurassic Park [Motion picture]. United States: Universal Pictures/Amblin
Entertainment.
Review of a film
Kinder, M. (2002). Moulin Rouge [Review of the motion picture Moulin Rouge]. Film Quarterly, 55(3), 52-59.
Malausa, V. (2001). Beauté du mensonge [Review of the motion picture The Tailor of Panama]. Cahiers du
Cinéma, 558, 82-83.
If the review is untitled, put everything in square brackets in the normal title position and keep the square
brackets.
Television programmes
Collinson-Jones, C. (Producer), & Dobson, E. (Director). (2003, July 14). Casualties of peace [Television
broadcast]. London: Channel 4.
Single episode from a television series
Fraser, R. (Writer), & Geoghegan, S. (Director). (2003). Eyes wide open [Television series episode]. In P.
Goodman (Producer), Holby City. London: BBC1.
This example shows the most complete information possible for a television episode. If details of the writer
are unavailable, begin your reference with the name of the director.
Radio programmes
Portenier, G. (Producer). (2003, July 17). Crossing continents [Radio broadcast]. London: BBC Radio 4.
Electronic sources: examples of references
The details shown below have been compiled according to the guidelines available on the APA Website
(http://www.apastyle.org) in August/September 2001 (re-checked July 2003). Check this Website and the 5th
edition of The Publication Manual of the American Psychological Association for further guidance.
The basic pattern for a reference to an electronic source is:
Author, Initials. (year). Title. Retrieved month, day, year, from Internet address.
Banks, I. (n.d.). The NHS Direct healthcare guide. Retrieved August 29, 2001, from
http://www.healthcareguide.nhsdirect.nhs.uk/



If no date is shown on the document, use n.d.
If the author is not given, begin your reference with the title of the document.
If a document is part of a large site such as that for a university or government department, give the
name of the parent organisation and the relevant department before the Web address:
Alexander, J., & Tate, M. A. (2001). Evaluating web resources. Retrieved August 21, 2001, from Widener
University, Wolfgram Memorial Library Web site: http://www2.widener.edu/Wolfgram-MemorialLibrary/webevaluation/webeval.htm
Deciding your future. (2000). Retrieved September 5, 2001, from University of Portsmouth, Careers Service
Web site: http://www.port.ac.uk/departments/careers/ plancareer/deciding-your-future.htm
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Electronic journal articles which are duplicates of the printed version
Use the same reference format as for a printed journal article but add "Electronic version" in square brackets
after the article title:
Lussier, R. N., & Pfeifer, S. (2001). A crossnational prediction model for business success [Electronic
version]. Journal of Common Market Studies, 39(3), 228-239.
If you are referencing an online article where the format differs from the printed version or which includes
additional data or commentaries, you should add the date you retrieved the document and the Web address
(URL).
Articles in Internet-only journals
Korda, L. (2001, July). The making of a translator. Translation Journal, 5(3). Retrieved August 21, 2001 from
http://accurapid.com/journal/17prof.htm




Use the complete publication date shown on the article
Note that page numbers are not given
Whenever possible, the URL you give should link directly to the article itself
Break a URL that goes onto another line after a slash or before a full-stop. Do not insert a hyphen at
the break.
Articles retrieved from a database
Use the format appropriate to the type of work retrieved and add a retrieval date, plus the name of the
database:
McVeigh, T. (2000, July 9). How your gestures can do the talking. The Observer, p.7. Retrieved September
10, 2001, from The Guardian and The Observer on CD-ROM database.
Citing references in the text
a) References are made from the text of the paper to the full details of the work in the reference list in
the following manner:
Williams (1995, p.45) compared personality disorders ...
In a recent study of personality disorders (Williams, 1995, p.45) ...
b) When an author, or group of authors, has more than one publication in the same year a lower case
letter is added to the date. For example:
In two recent studies (Harding, 1986a, p.80; Harding, 1986b, p.138) it was suggested that ...
In two recent works Harding (1986a, p.80; 1986b, p.138) has suggested that ...
c) Multiple author citations



With two authors both names should be listed in each citation e.g. (Duncan & Goddard,
2003, p.99)
With three to five authors name all authors the first time, then use et al. (and others). For
example: the first time it would be (Moore, Estrich, McGillis & Spelman 1984, p.33) and
subsequent references to the same publication would use (Moore et al.).
For six or more authors, use et al. after the first author in all occurrences.
Note that when the in-text reference occurs naturally within the sentence "and" should be used
before the final author. But when the entire reference is enclosed in brackets the ampersand (&)
should be used.
d) When a source has no author cite the first two or three words of the title followed by the year. For
example:
... in the recent book (Encyclopaedia of psychology, 1991, p.62) ...
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... in this article ("Individual differences," 1993, p.12) ...
- follow this example for web pages where no author is given
However, if the author is designated as "Anonymous", cite the word Anonymous in your text e.g.
(Anonymous, 1993, p.116).
Note: Underline or italicise the title of a journal or book and use double quotation marks around the
title of an article or chapter.
e) When using quotations in your text observe the following examples:
He stated, "The relative importance of the systems may nevertheless remain in approximately the
same proportion" (Gardner, 1973, p.41)
Smith (1991) found that "...there is no evidence that chimpanzees can produce a drawing and
discern the object represented in it..." (p.84)
f) If you cite a work that you discovered in another work, observe the following examples:
Smith (1970, p.27) cites Brown (1967) as finding ...
Brown (1967), cited by Smith (1970, p.27), found ...
It was found (Brown, 1967, cited by Smith, 1970, p.27) that ...
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General information for students
If you need help, we, at ICL are committed to providing guidance and support services to assist all
our students. Our staff will respect your right to privacy and confidentiality. If you have a problem,
you may ask your counsellor for help. Our student counsellors are skilled in the following areas:
Dealing with home stay problems
Providing guidance for personal and health problems
Making referrals to the appropriate outside agency if a problem cannot be solved
Providing you with a list of resident doctors and dentists fluent in your first language
Visa requirements, arrangements and issues
Arrangements for further study
After hours or during week-ends you can contact:
Principal
Counsellors: Chinese
Japanese
Korean
Ewen Mackenzie-Bowie
Jenny Cui
Sumika Oritsuki
Anna Chang
ewen@icl.ac.nz
jenny@icl.ac.nz
sumika@english.co.nz
anna@icl.ac.nz
021-780-731
021 780 796
022 646 0768
021 780 795
ICL wishes to create a safe and enjoyable environment for all students. If you have any matters of
concern, please discuss these with your counsellor, your teacher, the Programme Coordinator and
the Principal.
Remember: A problem shared is a problem solved
WHEN YOU ARRIVE
If you have already completed an application to enrol, you will need to check this and sign to
confirm the information is still correct. If the information is incorrect or you have not already
completed a form you will need to do this on arrival.
On your first day ICL you will also be assessed to confirm your appropriate starting level and
course. You may need to complete a written test and then you may also be interviewed by the
Programme Coordinator. Before your interview it is a good idea to think clearly about the purpose
of your study and what you want to achieve.
You will be taken on a tour of the School and meet other students and staff. If you cannot
remember where to go or someone‟s name, please ask. The staff are here to help you and there
will be people who speak your language.
If you are new to New Zealand, your counsellors will familiarise you with living in Auckland. If you
are staying with a home stay family, they will also help you.
WHAT ICL OFFERS
1.
ICL is committed to providing guidance and support services to assist all students enrolled.
2.
ICL and our staff will respect the right of students to privacy and confidentiality.
If you have a problem, you may ask your counsellor for support and guidance in matters
concerning home stay, health and living in New Zealand
3.
If you would like information regarding further study in N.Z please talk to a member of staff.
4.
ICL wishes to create a safe and an enjoyable environment for all students. If you have any
matters of concern, you are encouraged to discuss these with your student supervisor &
counsellor, your teacher, the Programme Coordinator or the Principal.
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5.
6.
7.
ICL offers a free Internet facility. You have immediate access to the Internet whenever
computers are available and while the campus is open. Keep in touch with your family and
friends.
Identity cards are issued on request for students who sign on for more than 12 weeks. These
cards allow some discounts at a number of Auckland shops, theatres and public transport.
There is a suggestion box at Reception where you can put papers with your ideas for
improving things. Please give us your bright ideas!
Please note that for Visa renewals students need to obtain an attendance letter. Do not leave this
to the last day. Allow at least 10 working days before the visa expiry to obtain this letter as there
may be unforeseen delays.
TREATY OF WAITANGI AND ITS IMPLICATIONS
The Treaty is New Zealand‟s founding document and is an agreement between Maori and the
Crown i.e. the government. This established New Zealand as a bicultural country between two
peoples. Now, with more recent migrants from all over the world New Zealand has a truly
multicultural society.
To get the most out of your stay in New Zealand you should understand some of the implications of
the Treaty. People who honour the Treaty of Waitangi show respect for others and also understand
the important impact of Maori life that makes New Zealand different from any other country.
SAFETY
Fire alarms and fire drills
When the fire alarm rings you must leave the building immediately by the stairs and go to the
Assembly Point, the car park east of the ICL Building, turning right as you leave the building. Leave
immediately and do not pack up or take anything with you. Your teachers and the fire wardens will
direct you.
This instruction applies at all times including during classes and examinations.
Nobody is allowed to return to the building until the Principal or Programme Coordinator gives
permission. The building will be secure and staff only will be permitted to enter first once the
emergency or the drill is over. Treat all alarms as a genuine emergency.
Harassment
New Zealand is a country where all people are well protected by the Human Rights Act of 1993.
There is a Human Rights Commission based in Auckland and you can easily access the website
www.hrc.co.nz.
Racial and sexual harassment are expressly forbidden under the Act and support for people who
feel they are being harassed is freely available. Harassment can mean a number of things like
 Following, accosting or stopping someone, or interfering with their property
 Contacting a person by phone, correspondence or any other way.
 Giving offensive material to someone.
 Acting in a way that causes someone to fear for personal safety.
ICL has a clear responsibility to uphold this law and protect its staff and students. For any more
information talk to a counsellor at any time.
INSURANCE
Health / Medical Insurance is compulsory as part of your visa requirements. Please make contact
with your counsellor to arrange the best value insurance! Take the time to understand what this
means to your personal and financial safety while you live in New Zealand. Make sure that your
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Medical Insurance is current. It is a good idea also to have personal insurance against theft of
possessions, in case you are robbed – and to have car insurance if you buy a car.
This is what the New Zealand government says about insurance and health matters:
MEDICAL AND TRAVEL INSURANCE: International students must have appropriate
and current medical and travel insurance while studying in New Zealand.
ELIGIBILITY FOR HEALTH SERVICES: Most international students are not entitled to
publicly funded health services while in New Zealand. If you receive medical treatment
during your visit, you may be liable for the full costs of that treatment. Full details on
entitlements to publicly-funded health services are available through the Ministry of
Health, and can be viewed on their website at http://www.moh.govt.nz.
ACCIDENT INSURANCE: The Accident Compensation Corporation provides accident
insurance for all New Zealand citizens, residents and temporary visitors to New Zealand,
but you may still be liable for all other medical and related costs. Further information can
be viewed on the ACC website at http://www.acc.co.nz.
COMPLAINTS
Students have the right to complain about anything in the school. The procedure to follow is this:
Step 1:
Talk to your lecturer/tutor. If you are not satisfied with your lecturer/tutor‟s response:
Step 2:
Talk to a student counsellor. If you are not satisfied with the counsellor‟s response:
Step 3:
Talk to the Senior Lecturer. If you are not satisfied with the Senior Lecturer‟s response:
Step 4:
Put your complaint on paper, and address it to the Principal, ICL, or send an email to
ewen@icl.ac.nz.
If you are still unhappy about the way your complaint has been handled by the school, write to the
International Education Appeal Authority (IEAA):
The International Education Appeal Authority
c/- Ministry of Education
PO Box 1666
Wellington
WITHDRAWALS AND REFUND POLICIES
Government website: http://www.nzqa.govt.nz/for-learners/rights/fees.html
We hope you will be very happy here and that no refunds will be needed. However, here are the
terms and conditions which you agree to when you sign our application form:
1.
2.
3.
4.
Full fees are payable in advance for the whole course. The enrolment and insurance fees are non refundable.
ICL Business School, NZQA provider #7548 (ICL) and Auckland English Academy, NZQA provider #7940 (AEA) are
both part of ICL Education Group. Students applying for Business, Computing, ECE, IELTS Preparation/Academic
English and the ICL TESOL Course will be enrolled at ICL. Students applying for Communication English, English
Plus Activities, KiwiKindy, English@Work and the AEA TESOL Instructor Course will be enrolled at AEA.
In compliance with the New Zealand Education Act 1989 (section 236A & amendments) and the NZQA Student
Fee Protection Policy 2004, ICL provides fee protection for all student fees through Public Trust. AEA provides
fee protection for all student tuition fees through WaltersLaw Static Trust. Both trusts meet the requirements
of NZQA and the Code of Practice for the Pastoral Care of International Students.
If you are enrolled in a course of five weeks or less and withdraw within two days after the first date of the
course for which attendance of students at the establishment is required, you are entitled to a refund of 50%.
If you withdraw two or more days after the same start date you are not entitled to a refund.
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5.
If you are enrolled for a course of more than five weeks, but less than thirteen weeks, and withdraw within five
days after the first date of the course for which attendance of students at the establishment is required, you are
entitled to a refund of 75%. If you withdraw five or more days after the same date you are not entitled to a
refund.
6. If you are enrolled for a course of study of thirteen weeks or longer, and withdraw within the first ten working
days of the first date of the course for which attendance of students at the establishment is required, you will
be refunded in full less a deduction for costs incurred by ICL or AEA up to a maximum of 25% of the fee total
paid. ICL & AEA will provide you with details of the cost components for the purpose of working out the
maximum deductible percentage. In the event of a dispute over the amount deducted, you can refer the
matter to the International Education Appeal Authority. If you withdraw 11 or more working days after the first
date of the course for which attendance of students at the establishment is required you are not entitled to a
refund.
7. Paragraphs 4, 5 and 6 also apply if you are unable to get a visa, or if you cancel your application before the first
date of the course for which attendance of students at the establishment is required. The Schools will consider
applications for refunds in exceptional circumstances. Any refund will be made at the discretion of the Principal.
8. If the Schools arrange homestay accommodation for you, the minimum period will be four weeks or the full
course if shorter. The homestay fee for this period and the placement fee are non-refundable. Students under
18 must be accommodated in an ICL/AEA-approved homestay.
9. Expenses incurred offshore on student recruitment and visa application are non refundable.
10. If the Schools are for some reason unable to offer your course, you are entitled to a full refund of all fees paid.
In the event that your course is cancelled after its commencement date, you will be refunded all unused fees
proportional to the number of weeks not delivered. Every attempt will be made by the Schools to enrol you in
another course suitable to your needs.
Withdrawal and Refund Procedures
Any application for refund should be made in writing to the Principal, stating the reason for your
refund request.
School Rules
The School has rules for students and teachers. As a student you are expected to abide by the
rules of the School and behave at all times in a responsible way.
Failure to comply with these rules may result in your dismissal from the school:
1.
Attendance Rules:
a. You must attend your scheduled classes every day and arrive on time for all sessions. If,
because of illness or for another reason, you are unable to attend, you or your home
stay parent must contact the school as soon as possible to let us know. Phone 3684343 and leave a message.
b. If you are away sick for 3 days or more, a medical certificate may be required. You
must produce the certificate within a week of the illness.
c. If you need to take leave from your studies, you may apply to the Programme
Coordinator for leave, stating your reason for leave. When leave is given by the
Programme Coordinator, you may choose to transfer your weeks of absence and add
additional weeks to the end of your course
d. If you do not attend school regularly or are absent without good reason, you may face
disciplinary action and be withdrawn from the School. If disciplinary action is taken, your
parents will be informed if you are aged under 18 or if they are also receiving progress
reports as requested at enrolment.
2.
Behaviour Rules:
a. You must abide by the laws of New Zealand. You must familiarise yourself with the
laws in particular regarding the sale and consumption of alcohol and tobacco, and sale
and use of drugs.
b. We expect students to respect ICL, your teachers and your fellow students and behave
in a responsible way at all times, and not to act in any way which might bring your self
or ICL into disrepute.
c. We expect you to interact appropriately with every person on this campus.
Violence or harassment of any person on or off campus is unacceptable. Some
examples of unacceptable behaviour and harassment are provided below.
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


You must not use foul, obscene or abusive language at ICL.
You are not allowed to bring any weapon to ICL.
You are not allowed to bring onto the campus, or consume while on the campus, or be
under the influence any alcohol, drugs, or other mind-altering substances. Furthermore
these substances are not to be brought or consumed by students anywhere where they
are identified with ICL Business School, including the area in front of the campus
building, on school trips, on practicum placements and in any other such situation.
Any student found to be in breach of these requirements will be the subject of a disciplinary
hearing and may be expelled.
3.
Administration Rules
a. You must provide ICL with your current address, e-mail address and contact phone
number(s) in Auckland.
b. If you change your address or your phone number, you must immediately advise ICL.
c. If you are studying in NZ on a student visa, ICL is required by Immigration New Zealand
to keep your contact details up-to-date while you are staying in New Zealand.
ACCOMMODATION
Homestay
ICL Business School does its best to find a suitable home stay family for each of our students.
Staying with a family can be a good way to improve your English and learn to understand the local
culture. This is especially important when you first arrive in New Zealand. The cost is around $200
per week.
Students under 18
All students under 18 years old must stay with an ICL approved home stay.
Home stay means that you will get the following
 the chance to speak English every day
 three meals a day: breakfast, lunch and dinner.
 your washing will be done.
 help to organise the following:
a weekly or monthly bus pass
opening of a bank account
obtaining a library card
getting to school and back for a few days – until you are settled
Homestay families will do their best to give you a „home from home‟
You are expected to
o
obey the “house rules” set by your homestay parents.
o
discuss these rules with your home stay family and be sure you understand them.
o
NOT smoke or drink alcohol unless permission is given.
o
Call your home stay family if you are going to be late home.
o
Be home by 7.30 pm on week nights unless your homestay family have agreed to other
arrangements
o
Sleep at home on week nights
o
NOT have visitors to sleep over during the week
o
Check with and get the agreement of your homestay parents if you want to ask your friends
to sleep over on a weekend.
o
NOT EVER have friends of the opposite sex sleeping in your room.
o
Be home by 10.00 pm at weekends if you do not have another prior agreement with your
homestay family.
o
NOT sleep over at a friend‟s place, until you have informed your homestay family of your
whereabouts and provided a phone number.
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When leaving
 You should give two weeks‟ notice, before leaving your host family.
 If you need to leave your homestay family because of an emergency, you must contact your
counsellor or home stay co-ordinator immediately.
‘Flatting’
After a few weeks or months of home stay you may decide that you can manage on your own or
you may decide to share a flat or house with others. You should try and share with people who do
NOT speak your language so that you can practise English! Check the cost of rent, food and
transport and make sure you can afford to change your living arrangements!
TRANSPORT
Public Transport:
This is recommended. Buses, ferries and trains are available. There are special low priced fares
for students. You can arrive at classes at the right time. You do not need to compete for space on
the motorways in your car. You do not need to pay expensive parking fees!
Buying a car:
Many students decide to buy a car when they are in New Zealand. This makes transport more
convenient, but also more expensive! Your counsellors can tell you about buying a car, Licences,
Warrants of Fitness and Car Insurance. You need to know all these things before you buy a car. If
you are planning to buy a car, please talk to your student counsellor first.
GUIDELINES FOR DRIVING IN NEW ZEALAND
www.ltsa.govt.nz
The Road Rules:
All drivers must know the road rules, what the road signs mean and how to drive safely. Learning
the road rules is particularly important because of our unique „Give Way‟ rule (you must give way to
vehicles coming from the opposite direction and turning right, when you are turning left). You can
find out more about this rule and others when you study the Road Code. You can get a copy of the
Road Code from bookstores, driver licensing agents or a public library.
Carry your licence with you when driving
In New Zealand you must carry your driver licence or permit at all times when you are driving. If
your overseas licence or permit is not in English, we suggest you carry an official translation with
you (a translation from an official source, e.g. a translation service or language centre). What
happens if I don‟t apply for a New Zealand driver licence?
If you do not apply for a New Zealand driver licence within one year of arriving in this country you
will be considered an unlicensed driver. You could be charged by the Police if you are caught
driving, and you may not be able to get car insurance.
If you are unlicensed, are warned not to drive and you are then caught driving by the Police, the
vehicle you are driving will be seized at the roadside and impounded for 28 days.
If you are an unlicensed driver you should not be driving. You have not proved that you know and
understand New Zealand‟s road rules and you are putting yourself and others at risk.
Finding out more
LTSA fact sheets on a variety of road safety topics are available on their website at
www.ltsa.govt.nz.
For more information contact the Land Transport Safety Authority (freephone 0800
822 422) or visit the website (www.ltsa.govt.nz).
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Getting your NZ Driving Licence
If you wish to drive in New Zealand, we strongly recommend that you obtain a New Zealand
Drivers Licence. If you wish to obtain your driver‟s licence while studying in New Zealand, or
purchase a car please discuss this matter with your counsellor.
LEISURE
Weekend activities: http://www.aucklandcity.govt.nz/whatson/default.asp
The website above gives information about „1001 things to do in Auckland‟. This site gives
information about events, places to go, parks, beaches and walkways and arts in the city. It is
updated daily and you can find out about free entertainment, especially in the summer.
Guidelines for safety on New Zealand beaches
Going to the beach is an important and great social activity which many students will want to enjoy.
You can do many activities including swimming, fishing, and boating. If you are going to a new
beach, look for signs that may warn you of any dangers, check out what the local people are doing,
and ask for advice. Some beaches have warning signs.
If you are swimming at a beach where there are surf patrols:
1. Look for the yellow and red flags.
2. Swim between the flags
3. Listen to advice from the lifeguards
4. Never swim alone
5. If in doubt stay out of the water.
6. Read and obey the safety signs
7. Learn to recognise rip currents
8. Always use safe equipment.
9. Never swim or surf when tired or cold
10. Consider other surf users.
If you are fishing from a beach or off rocks where there are warning signs, read them carefully. If
you are unsure seek advice from local fishermen who know the area. In some tidal areas like
harbours and estuaries it is important to watch that you do not get caught in a strongly moving tide.
If you are fishing or shell fishing, you need to check the rules on what size of fish you may take and
how many fish or shellfish you may take. Catch minimum sizes and limits are protected by law.
Some beaches will have signs saying No fishing or No collecting of shellfish.
http://www.fish.govt.nz/recreational/rec_fishing_rules.pdf
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Summary of the Code of Practice for the Pastoral Care of International Students
Introduction
When students from other countries come to study in New Zealand, it is important that those
students are well informed, safe, and properly cared for. New Zealand educational providers have
an important responsibility for international students' welfare.
This pamphlet provides an overview of the "Code of Practice for the Pastoral Care of International
Students" (the Code), and provides a procedure that students can follow if they have concerns
about their treatment by a New Zealand educational provider or agent of a provider.
What is the Code?
The Code is a document that provides a framework for service delivery by educational providers
and their agents to international students. The Code sets out the minimum standards of advice and
care that are expected of educational providers with respect to international students. The Code
applies to pastoral care and provision of information only, and not to academic standards.
Who does the Code apply to?
The Code applies to all education providers in New Zealand with international students enrolled.
The Code is mandatory to these providers and must be signed by them.
What is an "international student"?
An "international student" is a foreign student studying in New Zealand.
How can I get a copy of the Code?
You can request a copy of the Code from your New Zealand education provider. The Code is also
available online from www.minedu.govt.nz/goto/international.
How do I know if an education provider has signed the Code?
The New Zealand Ministry of Education maintains a register of all signatories to the Code. This is
available online from www.minedu.govt.nz/goto/international. If the education provider that you are
seeking to enrol with is not a signatory to the Code, you will not be granted a permit from the New
Zealand Immigration Service and you will not be able to study at that institution.
What do I do if something goes wrong?
If you have concerns about your treatment by your education provider or by an agent of the
provider, the first thing you must do is contact the principal, the international student director, or
another person who has been identified to you as someone that you can approach about
complaints at your institution. The Code requires all institutions to have fair and equitable internal
grievance procedures for students and you need to go through these internal processes before you
can take the complaint any further.
If your concerns are not resolved by the internal grievance procedures, you can contact the
International Education Appeal Authority (IEAA).
What is the International Education Appeal Authority (IEAA)?
The IEAA is an independent body established to deal with complaints from international students
about pastoral care aspects of advice and services received from their education provider or the
provider's agents. The IEAA enforces the standards in the Code of Practice.
How can I contact the IEAA?
You can write to the IEAA at:
International Education Appeal Authority
c/- Ministry of Education
PO Box 1666
Wellington
ICL ECE Handbook v39 May 2013
Fax: (09) 374 5403
Phone: (09) 374 5481
Email: info.ieaa@minedu.govt.nz
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What will the IEAA do?
The purpose of the IEAA is to adjudicate on complaints from international students. The IEAA will
investigate complaints and determine if there has been a breach of the Code. The IEAA has the
power to impose sanctions on education providers who have committed a breach of the Code that
is not a serious breach. These sanctions include an order for restitution, publication of the breach,
and / or requiring that remedial action be undertaken.
The IEAA will refer complaints that are not about pastoral care to another regulatory body if
appropriate.
The education provider will be given a reasonable time to remedy the breach. If the breach is not
remedied within that time, the IEAA may refer the complaint to the Review Panel.
The IEAA can determine if it considers that a breach of the Code is a serious breach. If the breach
is a serious breach, the IEAA will refer the complaint to the Review Panel.
What can the Review Panel do?
The Review Panel can remove or suspend an education provider as a signatory to the Code,
meaning that the provider would be prevented from taking any more international students. Only
the IEAA can refer complaints to the Review Panel.
A summary of the Code of Practice for the Pastoral Care of International Students
The Code sets standards for education providers to ensure that:








high professional standards are maintained
the recruitment of international students is undertaken in an ethical and responsible manner
information supplied to international students is comprehensive, accurate, and up-to-date
students are provided with information prior to entering into any commitments
contractual dealings with international students are conducted in an ethical and responsible
manner
the particular needs of international students are recognised
international students are in safe accommodation
all providers have fair and equitable internal procedures for the resolution of international
student grievances
Full details of what is covered can be found in the Code itself.
The Code also establishes the IEAA and the Review Panel to receive and adjudicate on student
complaints.
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Practicum Guidelines
Contents
1 Introduction
Practicum Requirements
Range of Services
Practicum Supervision
Visiting Teachers
Unit Standards.
2. Guidelines and Requirements for Students
3. Guidelines and Requirements for Associate Teachers
4. Guidelines and Requirements for Visiting Teachers
5. Guidelines for Resolving Concerns
5.1 If a student has a concern about the associate teacher or centre
5.2 If a student has a concern about the visiting teacher
5.3 If an associate teacher has a concern about the student
5.4 If an associate teacher has a concern about the visiting teacher
6. Student Practicum Hours
7. Associate Claims Form
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Introduction
This certificate aims to introduce students to the early childhood centre environment in order to
facilitate the linking of academic learning with practical experiences and the development of
skills and strategies which can only take place in the context of an early childhood centre.
Emphasis will be placed on the interactions, both verbal and non-verbal, with children.
Students will be expected to take part in the day-to-day tasks of centre life such as setting up
activities, clearing away and cleaning. Attention to professional duties and communication with
their associate and the staff will be required. Students will be expected to plan, observe and
reflect on their experiences with both children and staff. Students will observe relationships
with parents/whanau and interact in appropriate ways.
Practicum Requirements
During practicum the student will be placed in an early childhood centre for two blocks of time:
The student will be required to attend the centre for 30 hrs per week (five 6-hour days). The
student may negotiate starting and finishing times to meet this requirement. Students are
expected to complete 6 hours practical and child contact daily, and be involved in normal
routines and duties including cleaning and tidying. Observation, planning and reflection in
connection with student classes will also be required. Students must behave professionally at
all times.
A practicum payment of $250 per three-week practicum is made to students who attend fully.
Absence from practicum without medical evidence will result in a pro-rata reduced payment.
The payment is not normally made to students on government-sponsored programmes.
Range of services
Students should experience a range of services with a variety of age groups, including infants,
toddlers and preschoolers. Therefore practicum placements should include centres that;




cater for children under two years old;
cater for children from two to five years old;
have different kinds of organization from that already experienced by the student eg
sessional, full day etc; and
have different sizes from that already experienced by the student.
Practicum Supervision
On practicum students will be supervised by their associate teachers. Associate teachers will
normally have a minimum qualification of Diploma of Teaching (ECE) and centres will be
licensed and chartered. Students will be expected to act responsibly, especially with regard to
regulations, health and safety requirements and co-operate with the associate and other staff
members. Student and associate will be expected to discuss and address problems as they
arise. If agreement cannot satisfactorily be reached and further action is needed, the student
and associate must follow the procedure for resolving concerns.
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Visiting Teachers
Visiting teachers will be employed by the School to visit the student at least once during
practicum. Their duties will include liaising between the associate and the School, observing
and discussing their observations with the student and associate teacher, discussing and
assisting the student with planning for practicum, assessing practicum and filing details of the
visit for School records.
1.5 Learning Outcomes for Practicum
While there are holistic, experiential objectives behind the six weeks of practicum, there are
also learning outcomes which relate to specific performance criteria in the unit standards taught:
US 9312 Implement Observation Techniques in ECE Practice
US 9314 Programme Planning in and ECE Setting
US 9321 Practise Safe Supervision of Young Children in an ECE Setting
US 9325 knowledge of an environment that enhances children's health and safety
in an ECE service
US 10014 Participate in Young Children’s Play
US 9306 Knowledge of New Zealand Curriculum Te Whariki
2. Guidelines and Requirements for Students











Act thoughtfully and with consideration for the children, their families and centre
staff at all times.
Contact the centre prior to the first day of practicum to introduce yourself and familiarize
yourself wit the centre requirements, including starting times.
Attend 6 hours each day. Appointments with doctors, dentists and other professionals
should be made outside this time except in emergencies. In case of prolonged absence, a
medical certificate will be required. Make-up days may be required to complete the
practicum.
Notify the centre and the school by 9am of the first day if you are going to be absent.
Arrange times with your associate for centre orientation and on-going discussion and
feedback.
Demonstrate personal qualities expected of a teacher (see „fit to be a teacher‟ qualities)
Respect the confidentiality of information the centre may share with you. Maintain the
privacy of children, families and staff.
Fulfil school requirements including written work.
Co-operate with the associate teacher.
Take action for solving concerns when necessary.
Record your hours of attendance, have your associate teacher verify them and return to the
school.
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3. Guidelines and Requirements for Associate Teachers











Negotiate starting and finishing times for 6 hours daily, and familiarize students with the
centre layout, routines and requirements.
Familiarise yourself with school requirements for practicum.
Regularly observe students practice.
Allow time to consult with and give feedback to students.
Allow students time to observe, reflect, plan and evaluate.
Work co-operatively with the school and allow time to consult with the visiting teacher.
Ensure the student is supervised at all times.
Notify the school of any changes.
Action procedure for solving concerns.
Verify the student‟s attendance.
Fill in and return required forms.
4. Guidelines and requirements for Visiting Teachers.











Be familiar with school requirements.
Liaise with the centre for visiting times and ensure there is time to fit all requirements,
including meeting with the associate teacher and observing the student. Allow at least 60
minutes.
Introduce yourself to the associate and follow centre requirements for signing in.
Check the associate‟s perception of how the practicum is going and encourage questions
concerning the school requirements.
Introduce yourself to the student and explain the procedure for the visit. Endeavour to put
the student at ease.
Observe the student.
Discuss the student‟s practice honestly and openly in relation to regulations, school and
associate teacher requirements. Involve the associate in this. Invite the student to selfreflect and discuss.
Discuss student‟s progress in fulfilling practicum requirements.
Write practicum report and ensure that the student and associate read and sign it.
Ensure that a copy of the report is retained by the school and another sent to the student.
File a copy in the student records.
5. Guidelines for Resolving Concerns
Student teachers, associate teachers and visiting teachers should address concerns
immediately and clearly, suggesting wherever possible, ways to solve the problem.
If a student has a concern regarding the associate or the centre:




First the student should talk to the associate teacher.
If this is not enough, the student should seek advice from the visiting teacher who may
attempt to resolve the issue with the associate teacher and the student.
If the concern is still unresolved, the ICL Programme Leader should be advised.
As a last resort, the student may be relocated.
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If the student has a concern regarding the visiting teacher.




The student should talk to the visiting teacher.
If the concern is unresolved, the student should talk to the Programme Leader.
If the outcome is not satisfactory, the student should talk to the ICL Principal.
If the final outcome is not satisfactory, the student may appeal in writing to the ICL
Academic Board.
If the associate teacher has a concern regarding the student.




The associate teacher should talk to the student
If this is not enough, the associate teacher should talk to the visiting teacher.
If the issue is still not resolved, the Programme Leader should be advised.
As a last resort, the student may be relocated.
If the associate teacher has a concern regarding the visiting teacher.


The associate teacher should talk to the visiting teacher.
If this does not work, the associate teacher should talk to the Programme Leader.
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Student Practicum Hours
Student Name ____________________________________
Centre Name ____________________________________
Practicum Start Date _______________________________
Record the starting and finishing times for each day:
Week
1
Monday
Tuesday
Wednesday
Thursday
Friday
2
3
Total no. of hours ______________________
Absences ________________________________________________________
A medical certificate is/is not attached.
Absence without medical evidence will result in a pro-rata deduction in the practicum
payment.
I verify the times recorded above are a correct record of the hours the student attended our
centre.
Signed – Associate Teacher ____________________________ Date _________
Signed – Student
____________________________________ Date _________
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Visiting Lecturer Feedback Form
Practicum number
1
2
Student_________________________________
Centre___________________________
Date ____________________________
Associate teacher________________________
Visiting Lecturer_________________________
When I visited you were involved in…….
What I noted about your practice was………
The following was discussed at the triadic meeting…………
Visiting Lecturer________________________
Associate teacher_______________________
Student_______________________________
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Hello,
My name is ________________________ and I’m studying for my National Certificate in Early
Childhood Education and Care (Level 5) at ICL Business School.
I am here for a three week practicum to gain practical experience with children.
My background
My interests
What I hope to learn here
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Practicum Appraisal
Students Name: (Family)__________ (Given) ______________ (Preferred)_______
Associate tutor: (Family)_________________ (Preferred)__________________
Centre: _____________________________________
Address:____________________________________
_____________________________________
_____________________________________
Students will bring a poster to practicum, to display. This is to inform parents and staff
about themselves. On the first day please choose a suitable place to display their poster.
Assignments
The student will need to work on current assignments whilst on practicum. These will
relate to some of the following, for example: observation, planning, communication and
special education - intervention programmes. Students may need the advice and
assistance of the Associate Tutor and other staff. We would appreciate your assistance
with this.
Appraisal
This appraisal on the following pages should be done with three people present and will be
taken away by the visiting lecturer. Please can you complete and post the „student hours‟
form, together with the details for payment to ICL to ensure associate teacher /centre
payment.
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Associate tutor to complete
The student:
Consistently
Occasionally
Not yet
evidenced
Note #
Is punctual and reliable
Demonstrates an open and
friendly interaction with children,
staff, parents and caregivers
Participates willingly in duties and
routines as requested by the
teaching staff and is part of the
teaching team
Observes associate teacher to
gain strategies for motivating and
guiding children
Demonstrates interest and
concern for the wellbeing of
children
Interacts with children at their level
and initiates and sustains
conversations
Uses positive reinforcement and
encouragement appropriately with
children
Uses questions and statements to
encourage independence and self
help skills
Is involved in a variety of
curriculum
areas
Encourages children in physical
activities to promote learning and
development
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Is aware of individuals and groups
while scanning the vicinity
Scaffolds children‟s developing
knowledge and skills
Uses his/her own initiative
Observes and maintains limits set
by the centre
# Indicate using ticks in the appropriate column.
If you would like to provide more detail give a reference number and add comment at the end.
Practicum Reference:
Associate tutor summary: Please comment on any areas of the students work focusing on:
Strengths and abilities… … …
Areas for further development………
Summary of practicum…………
Associate teacher__________________________
Name in print _____________________________
Date ________________
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Associate Teacher Claim Form
I, ____________________________________________ have supervised the Practicum
of ____________________________________________ for __________ weeks, from
______________________________ to _____________________________
Signed: (Associate Teacher) ______________________________________________
Date:
__________________________________
Centre Name & Address:
___________________________________________
___________________________________________
___________________________________________
Phone: ____________________________
Fax:
____________________________
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Lecturer/ Marker____________________________
Assessments Booklet
10611
For unit standard
Title: Relate knowledge of organisations which impact on
early childhood services.
Result
Version: 2
This booklet contains the following:
Credit
Date _________
Resubmit 1.
Date ___________
Resubmit 2.
Date ___________

Two Assessment Tasks

Marking Schedule
Marker _____________________

Marking Sheet
Signature ___________________
Student Full Name: _____________________________
This assignment is my own work. Where other sources of information have been
used, these have been acknowledged in the accepted academic manner
(referenced).
Signed: ___________________________________ Date: _______________
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